Being bilingual can really be a troublesome affair when trying to teach English – if your student’s L1 is different than your L2.
Today, while subbing, I worked with a student of Latin origins who spoke very limited English. I speak even more limited Spanish, though I’ve decided I must learn that language. At any rate, I found that while working with her it was a constant and very conscious struggle not to lapse into Polish. “She doesn’t understand what you’re saying,” a voice was screaming in my head, “So use another language.”
Unfortunately, Polish was not terribly helpful.
The world of ESL is frightful in some ways. The responsibility is enormous.
As an EFL teacher, I was teaching a foreign language, which means it’s not going to be used that often. It’s not often going to be the basis of all other learning. And teaching English as a foreign language also affects the skills stressed. My primary goal for my students was verbal communication. Writing is important, but not nearly as important as speaking.
I confess, then, that I probably didn’t spend enough time with my students working on writing, until the national testing standards changed and forced my hand.
ESL is an entirely different animal. The goal is simple: get students’ English up to a level where they use it as their primary language for instruction. Think about it: it’s re-wiring a house, re-pouring a foundation. No, wrong analogy. It’s adding a second set of wires to a house, putting a foundation within a foundation.
And what do students do in the meantime? If they have limited English, how do they learn science? The idea solution is bilingual education, with L1 gradually being phased out. But the ideal is often just that.
Think of it: how many can understand what ESL is all about? Only those who themselves have been on the other side of the ESL fence. I have to think that you do these kids a world of good even though you do not admit it.